CoChat
Sign Up
Cited by 3Teacher Education and Leadership StudiesEducation during COVID-19 pandemicEducation Practices and Challenges

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Mentor-Mentee Experiences Amidst COVID-19: A Teaching Practice Case Study

Open access
Tsotetsi, Cias T, Mile, Selloane A·2021·Research in Social Sciences and Technology
DOI 10.46303/ressat.2021.12
Open this paper in CoChat — free accountOpen PDF

Abstract

Preparing student teachers for the world of work is seen globally as a challenge. This research aims to explore mentors and mentees experiences in teaching practice during the COVID-19 period. In order to explore the challenge in this study, the following research question guided the paper: What are the teaching practice experiences of mentors and mentees at a school during COVID-19? The research question is a result of limited research done on the experiences of two groups during COVID-19. Informed by the realist social theory, we generated data via telephonic interviews with mentors and mentees in one school. The data was generated through semi-structured Interviews and thematic analysis was a method employed in the analysis of the data. The results present challenges experienced by mentees which, amongst others, include a feeling of inadequacy or a lack of confidence in their abilities to bring about order to the classroom and a feeling of being excluded in meetings and extra-curricular activities. On the other hand, mentors receive mentees without any prior warning or without arrangements made to accommodate them and the absence of the university officials except for assessment. Based on the results, a collaborative approach should be employed to deal with some of the challenges experienced by mentors and mentees.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.46303/ressat.2021.12

Cites

2 of 2 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 2 references

Research works printed but not linked: 39

  1. Archer, R. (2018). Education policy and realist social theory: Primary teachers, child-centred philosophy and the new managerialism. London: Routledge.
  2. Bar-Ilan, J. (2001). Data collection methods on the web for info metric purposes: A review and analysis. Scientometrics, 50, 7-32. https://doi.org/10.1023/A:1005682102768 · DOI
  3. Beeth, M. E., & Adadan, E. (2006). The influences of university-based coursework on field experience. Journal of Science Teacher Education, 17(2), 103-120. https://doi.org/10.1007/s10972-006-9013-8 · DOI
  4. Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. Nursing Plus Open, 2, 8-14. https://doi.org/10.1016/j.npls.2016.01.001 · DOI · Paper page
  5. Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation?. Qualitative Health Research, 26(13), 1802-1811. https://doi.org/10.1177%2F1049732316654870 · DOI · Paper page
  6. Carter, B., & New, C. (2004). Making realism work: Realist social theory and empirical research. London: Routledge.
  7. Carter, B., & Sealey, A. (2002). Language, structure and agency: What can realist social theory offer to sociolinguistics?. Journal of Sociolinguistics, 4(1), 3-20. https://doi.org/10.1111/1467-9481.00100 · DOI
  8. Childre, A.L. and Van Rie, G.L., (2015). Mentor teacher training: A hybrid model to promote partnering in candidate development. Rural Special Education Quarterly, 34(1), https://doi.org/10.1177%2F875687051503400104 · DOI
  9. Clarke, A., Triggs, V. & Nielsen, W. (2014). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84(2), 163-202. https://doi.org/10.3102%2F0034654313499618 · DOI
  10. Dean, B.A. (2018). The interpretivst and the learner. International Journal of Doctoral Studies, 13, 1-8. https://doi.org/10.28945/3936 · DOI
  11. Dlamini, M.E. (2017). Preparing student teachers for teaching in rural schools using work integrated learning. Independent Journal of Teaching and Learning, 3(1), 86-96. https://hdl.handle.net/10520/EJC-eeafe5301
  12. Du Plessis, E. (2013). Mentorship challenges in the teaching practice of distance learning students. The Independent Journal of Teaching and Learning, 8(1), 29-43. https://hdl.handle.net/10520/EJC145141 Educational System Blog. (2013). A narration on education: pre-service and in-service training for quality improvement. Available at: < https://educational- system.blogspot.com/2012/07/pre-service-and-in-service-training-for.html> (Retrieved on 20 March 2020).
  13. Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814-825. https://doi.org/10.1016/j.tate.2009.02.021 · DOI
  14. Feiman-Nemser, S., & Parker, M. B. (1993). Mentoring in context: A comparison of two US.programmes for beginning teachers. International Journal of Educational Research, 19,(8): 699-718. https://doi.org/10.1016/0883-0355(93)90010-H Haddad, D.I. & Oplatka, I. (2009). Mentoring novice teachers: motives, process, and outcomes from the mentor's point of view. The New Educator, 5, 45-65. https://doi.org/10.1080/1547688X.2009.10399563 · DOI
  15. Harding, J. L. & Hbaci, I. (2015). Evaluating pre-service teachers math teaching experience from different perspectives. Universal Journal of Educational Research, 3(6), 382-389. https://doi.org/doi 10.13189/ujer.2015.030605 · DOI
  16. He, Y., (2009). Strength-based mentoring in pre-service teacher education: A literature review. Mentoring & Tutoring: Partnership in Learning, 17(3), 263-275. https://doi.org/10.1080/13611260903050205 · DOI
  17. Heeralal, J., & Bayaga, A. (2011). Pre-service teachers' experiences of teaching practice: Case of South African university. Journal of the Social Sciences, 28(2), 99-105. https://doi.org/10.1080/09718923.2011.11892933 · DOI
  18. Hellsten, L. A. M., Prytula, M. P., Ebanks, A., & Lai, H. (2009). Teacher induction: Exploring beginning teacher mentorship. Canadian Journal of Education/Revue Canadienne de l'éducation, 32(4), 703-733. https://www.jstor.org/stable/canajeducrevucan.32.4.703
  19. Grewal, I., Maher, A., Watters, H., Clemens, D., & Webb, K. (2019). Rewriting Teacher Education: Food, Love, and Community. Journal of Culture and Values in Education, 2(3), 44-60. https://doi.org/10.46303/jcve.03.02.3 · DOI
  20. Ingersoll, R.M., (2012). Beginning teacher induction what the data tell us. Phi delta kappan, 93(8), 47-51. https://doi.org/10.1177%2F003172171209300811 · DOI
  21. Jones, M. (2009). Supporting the supporters of novice teachers: An analysis of mentors' needs from twelve European countries presented from an English perspective. Research in Comparative and International Education, 4(1), 4-21. https://doi.org/10.2304%2Frcie.2009.4.1.4 · DOI
  22. Kiggundu, E. (2007). Teaching practice in the Greater Vaal triangle area: The student teachers' experience. Journal of College Teaching and Learning, 4(6), 25-36. https://doi.org/10.19030/tlc.v4i6.1572 · DOI
  23. Kiggundu, E.M., & Nayimuli, S.T. (2009). Teaching practice: A make or break phase for student teachers. South African Journal of Education, 29(3), 345-358. https://doi.org/ https://doi.org/10.15700/saje.v29n3a129 · DOI
  24. Koerber, A., & McMichael, L. (2008). Quaitative sampling methods A primer for technical communicators. Journal of Business and Technical Communication, 22, 454-469. https://doi.org/10.1177%2F1050651908320362 · DOI
  25. Laker, A., Laker, J. C., & Lea, S. (2008). Sources of support for pre-service teachers during school experience. Mentoring & Tutoring: Partnership in Learning, 16(2), 125-140. https://doi.org/10.1080/13611260801916234 · DOI
  26. Lawson, T. (1996). Developments in Economics as realist social theory.. Review of Social Economy, 54(4), 05-22. https://doi.org/10.1080/00346769600000026 · DOI
  27. Lepp, L.; Aaviku, T.; Leijen, l.; Pedaste, M.; Saks, K. (2021). Teaching during COVID-19: The decisions made in teaching. Educ. Sci, 11, 47. https://doi.org/10.3390/educsci11020047 · DOI
  28. Limbers, A.C. (2020). Factors associated with caregiver preferences for children's return to school during the COVID-19 pandemic. Journal of School Health, 91(1), 3-8. https://doi.org/10.1111/josh.12971 · DOI
  29. Madlela, B. (2015). ICT opportunities and threats in implementing teaching practice programmes. Universal Journal of Educational Research, 3(6), 351-358. https://doi.org/10.13189/ujer.2015.03060 · DOI
  30. Mokoena, S. (2017). Student teachers' experiences of teaching practice at open and distance learning institutions in South Africa. Turkish Online Journal of Distance Education, 18(2), 122-133. https://doi.org/10.17718/tojde.306564 · DOI
  31. Moody, R. (2020). Contextualizing "Practice": Helping Pre-Service Teachers Unpack the Ideological and Sociopolitical Dimensions of Required Practices for Licensure. Journal of Curriculum Studies Research, 2(2), 60-80. https://doi.org/10.46303/jcsr.2020. · DOI
  32. Nancy, L. (2007). Critical thinking dispositions as an outcome of undergraduate education. The Journal of General Education, 56(1), 17-33. https://doi.org/10.1080/00393541.2006.11650083 · DOI
  33. Ntsoane, L.D., (2017). The role of School Management Team members in the induction of novice teachers in rural schools. Doctoral dissertation, University of Pretoria.
  34. Patimo, D.M. & Lucero, M. B. A. (2021). Predictors of Success in Advance Higher Education: A Case in Northwest Samar State University, Philippines. Research in Social Sciences and Technology, 6 (1), 40-52. https://doi.org/10.46303/ressat.2021. · DOI
  35. Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of covid-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. https://doi.org/10.1177/2347631120983481 · DOI · Paper page
  36. Petrescu, S.H., Lazar, A., Cioban, C., & Doroftei, I. (2017). Semi-structured interview. In O. R. Ilovan & I. Droftei, Qualitative research in regional geography: A methodological approach (pp. 37-51). Romania: Babes-Bolyai University.
  37. Ryan, T.G., Young, D.C. & Gauthier, W.L.K. (2017). Action research within pre-service teacher education. Teaching & Learning Journal, 10(3), 1-18.
  38. Salinitri, G. (2005). The effects of formal mentoring on the retention for first year, low achieving students. Canadian Journal of Education, 28(3), 853-873. https://doi.org/10.2307/4126458 · DOI
  39. Subedi, D., & Subedi, R. (2020). Practicing Self Learning of ICT for Resilience Amidst the COVID-19 Outbreak: Experiences from Kathmandu Valley. Research in Educational Policy and Management, 2(2), 78-96. https://doi.org/10.46303/repam.2020. · DOI

Cited by

Sorted by citations

Metadata

Authors
Tsotetsi, C. T., & Mile, S. A.
Affiliations
University of the Free State (ZA)
ORCID
Tsotetsi, Cias T
Venue
Research in Social Sciences and Technology
Publisher
OpenEd Network
Published
2021-09-10
Volume
6
Issue
2
Pages
76-95
ISSN
2468-6891 (ISSN-L)
DOI
10.46303/ressat.2021.12
OpenAlex
W3200087170
Cited by
3
References
2
Citations by year
2024: 1 · 2023: 2
FWCI
1.32
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Research in Social Sciences and Technology (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Social Sciences › Education › Education Practices and Challenges
Keywords
mentoring, pre-service teachers, teaching practice, COVID-19 pandemic, mentoring relationships, teacher preparation, university-school partnership, realist social theory

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review